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8 0

The excerpt of the poem written by Alfred Noyes contain: A. characters, C. theme, and D. setting. The first literary element: characters, is present with the description of the highwayman, a man that enter an old inn wearing a french hat, lace at his chin, a coat, high boots and a pistol. There's another character presented in the excerpt, the landlord's daughter, a girl with black eyes and black long hair. Thus, the characters are the people presented on the poem. The second literary element is the theme: an unknown man enters and old inn and meets the owner's daughter, thus the theme is what the poem is talking about. Finally we have the setting: the description of the highway, the sky, the inn, all the description of the places, what surrounds the characters make up the setting of the poem.

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Can you think of professional situations in which an interpreter needs deep understanding of cultures?

Ray Of Light [21]

Answer:

Interpreters who work in community settings with participants from disparate cultural backgrounds may confront difficulties conveying the source message into the target message accurately due to cross-cultural differences. Such cross-cultural differences can range from pragmalinguistic differences at the discourse level of speech to sociopragmatic differences, which go beyond the utterances. When confronted with such instances, interpreters are almost always unsure of how to react and of what is expected of them. The few studies that have looked at cross-cultural differences in community interpreting clearly show that there is no consistency in the way interpreters approach potential cross-cultural misunderstandings. This paper will present the results of a section of a questionnaire of a larger study, which asked practising legal interpreters whether they alert judicial officers and tribunal members of potential cross-cultural differences, and which also asked judicial officers and tribunal members about their expectations of interpreters in such situations. The results point to a need for greater guidance and clearer protocols for interpreters working in the legal system.

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2 years ago

Why is montag a hero in faranheit 451

ch4aika [34]

Montag transforms from blind civil servant - the "fireman" who operates blindly to the directions of society to as individual who's every action is an act of civil disobedience. The act of possessing a book, taking a book from a fire, talking to the professor, reading the books and fleeing the city made him a criminal. The reader sees these acts as heroic because he is finding his "humanity". It is the act of disobedience and turning away from the societal norms -- finding something valuable in the pages of something forbidden that makes him a hero.Montag does not see himself as heroic but in memorizing the book of Ecclesiastes so as to save a piece of the past for future generations is brave and heroic act.

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3 years ago

Chiba had never wanted anything more than to go back home. His son, now three, was beginning to ask questions.

matrenka [14]

D: The answer is D i think

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3 years ago

Leia o trecho de um texto a seguir e responda as questões 3 e 4. On her vacation, Diana ______(to go) to Hawaii. She ___________

Molodets [167]

Diana went to Hawaii. She saw many fish in the ocean. She ate delicious food. She liked her trip very much. She had a really great time. She liked her trip very much.

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3 years ago

PlS I NEED HELP.... Instruction:write a three - paragraph essay with not less than 5 sentences for each paragraph.The theme is:"

Sati [7]

Answer:

When it comes to planned, non-spontaneous texts including written discourse and speeches, the manner in which the text is put together can be explained by elements of coherence and cohesion. While spontaneous discourse will also display coherence and cohesion, it is emphasized in planned texts because there is a greater deal of thought and intention behind the use of cohesive ties and devices of coherence.

They can however often be difficult concepts to grasp. For starters, it is essential to understand the difference between the two terms.

Coherence is defined as the quality of being logical, consistent and able to be understood. Imagine coherence as a building (It’s an analogy, go with it).

Cohesion on the other hand refers to the act of forming a whole unit. It is effectively a subset of coherence. Picture cohesion as the bricks and cement which make up the building.

Bricks and cement can be put together to create any form of structure. However, it is only when they are laid together properly that they form a building. Similarly, a text will be cohesive if cohesive ties are used however it will only be coherent if the cohesive ties are used appropriately to create meaning.

You can have cohesion without coherence but you cannot have coherence without cohesion. The picture does not make sense unless the correct pieces are placed in the correct order, even if certain pieces may be the same size and shape.

“I bought some hummus to eat with celery. Green vegetables can boost your metabolism. The Australian Greens is a political party. I couldn’t decide what to wear to the new year’s party.”

In the example above, there are lexical links from one sentence to the next; cohesive ties are used to join the sentences. There is evidence of lexical repetition, ‘green’ ‘party’ and collocations, ‘new years’.

However, this string of sentences do not make any sense; there is no binding semantic link. This is an example of cohesion without coherence.

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Cohesive devices effectively help the discourse flow. They include collocations, lexical repetition, linking adverbials, substitution, ellipsis, conjunctions, synonymy/antonymy, hypernyms/hyponyms and referencing (anaphoric, cataphoric, deictic). These devices create physical links between the words in a discourse.

Coherence which we previously defined as understanding can be achieved through devices such as cohesive ties, formatting techniques, inference, logical ordering of information, semantic patterning and consistency.

These all enhance the ability of a text to be successfully interpreted and understood. Recipes, terms and condition documents, informative brochures all make use of formatting in the form of headings, bolding, underlines etc. to emphasis certain aspects of the text and draw audience attention to the most important elements.

The focus of coherence factors is determined by the social purpose of the text. Is the text made to entertain? Inform? Persuade? Celebrate? If so, why? What is the overarching intention of the text? Answering such questions can help explain the purpose of coherence factors and cohesive devices within a discourse.

This is effectively what you are aiming to do in your analytical commentaries and short answer questions in the exam. Identify the social purposes of the text and use them to explain the role of coherence and cohesion within the discourse.

The other major factor of consideration is the intended audience of the text. Is the text aimed at teenagers? the Australian public? Or specifically to “bogan” Australians? The language choices and ideas implied in the text will reflect the intended audience. If a text is aimed at Victorian’s it may include lexemes such as “Mornington Peninsula” or “Shepparton” which Victorian’s can infer as locations within Victoria, however these terms would need to be further explained to those who reside outside this state. Lexical choices which require outside inference would be included if it can be reasonably interpreted that the intended audience would be aware of their meaning. Finding examples of inference in texts can be useful in identifying the social purpose of the text.

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2 years ago